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American Philosophy Schedule

Philosophy 303

Winter/Spring 2012

Week One:

Introduction January 18:
  • Overview of course, texts, and requirements.

  • Recitation:
  • Why study history? What is intellectual history?
  • What are some of the distinctive features of American thought?
  • How do America's origins, history, and shared experiences shape its self-understanding?
  • Week Two:

    Topic One: The Puritans January 23:
  • History, background, and varieties of Puritanism.
  • The Massachusetts Bay Colony and its errand into the wilderness.

  • Read:
  • John Winthrop, "A Modell of Christian Charity" (pages 7-15).
  • Winthrop closes his sermon by referring to his colony as a "Citty upon a Hill" (page 14) that all the world will be watching and which holds both promise and peril.

  • American Exceptionalism:
    Winthrop's sermon sets in motion a notion that is referred to as "American exceptionalism." This can come in weaker and stronger versions:

    • Weaker version: America's origins, history, experiences, and ideals set America apart as unique among the nations of the world

    • Stronger version: Not only is America unique, but we are also the greatest nation on earth; we enjoy a superiority over other nations due to our unique character, even if that also saddles us with unique responsibilities to the world

    In Winthrop this exceptionalism comes to expression in terms of what he sees as his colony's unique position, set apart by God, and enjoying a particular commission from and covenant with God to offer an example to the watching world. With such privilege comes great responsibility. Winthrop's language situates his colony as a new Jerusalem at the center of a new Israel, making an exodus from the Egypt of England, and arriving in the Promised Land of North America.

    In later American history, this exceptionalism takes a variety of forms, both religious and secular, in some instances referring back to the "city on a hill" language: the rhetoric around the Revolution, the notion of Manifest Destiny, the superiority of our economic system, our responsibility to make the world "safe for democracy," and so on.

    Two recent articles take up this theme of exceptionalism in relation to current trends:

  • Stanley Fish, "Exceptionalism, Faith and Freedom: Palin’s America" in The New York Times

  • This is a review commentary on Sarah Palin's recent book, America by Heart: Reflections on Family, Faith, and Flag. It intersects with some of the themes we see in Winthrop about America having a special destiny, serving as "city on a hill," and the like. Fish is a literary theorist and is a professor of humanities and law at Florida International University in Miami.

  • David Bentley Hart, "The Greatest Nation on Earth" in First Things

  • This is a somewhat tongue-in-cheek essay criticizing the very notion of national exceptionalism, especially the variety that paints any one particular nation as "the greatest nation on earth" (his Bhutan example is designed not so much as a serious suggestion as it is to demonstrate the absurdity of the exceptionalist idea). Hart is an independent scholar, but has taught in the past at University of Virginia, Duke, and Providence College.


    January 25:
    Read:
  • Anne Hutchinson, "The Examination of Mrs. Anne Hutchinson at the Court at Newtown" (pages 29-38).
  • Hutchinson was a popular and charismatic figure in the Massachussetts Bay Colony, drawing both women and men to her public teaching.
  • Her teachings, however, seem to have been a kind of "antinomianism" -- that is, the "covenant of grace" by which we are offered salvation has no "conditions" and so is freely given; nor is the new obedience following salvation is in any way "necessary" for salvation.
  • John Cotton, a prominent minister in the colony, had been a supporter of Hutchinson and is reluctant to speak against her.
  • Nevertheless, Hutchinson's theological views, her outspokenness as a women, and her challenge to the religious/political authorities of the colony all led to her eventual expulsion.

  • Covenant Theology: Faith, Works & Antinomianism:
    Anne Hutchinson came to prominence near the beginning of what would become a large controversy about "antinomianism," both in America and back in England. Antinomianism has to do with how we understand "the covenant of grace," which, according to mainstream Puritan teaching, is the way God grants salvation. To understand this we need some background:

    • God requires perfect and perpetual obedience from us as the condition for our ultimate enjoyment of God and eternal reward.
    • Ever since Adam's first disobedience, however, human beings have fallen short of perfect obedience to God and this results in death and punishment.
    • God comes to us as a human being in the person of Jesus, who both:

        [a] fulfills the perfect and perpetual obedience God requires and
        [b] undergoes the death and punishment that our disobedience deserves.

    • Since Jesus both obeyed in our place and died in our place, God can freely and graciously offer salvation to us.
    • All we need to be saved is to receive and rest upon Jesus Christ by faith.

    So far, so good. But no Puritan wanted to say that those who have faith can just go on living in disobedience. But what exactly is the relationship of good works to faith?

    Neonomianism: At the one end of spectrum, some Puritans seemed to say that God required us to fulfill the condition of faith in order to be saved and faith is an act of obedience, even if God himself is at work in us to give us the gift of faith. Furthermore, the faith that saves is a faith that produces good works, so that good works are signs and evidence of faith and salvation. Someone who wants to be saved should, therefore, strive toward repentance and faith, and our good works can provide us assurance that we are saved.

    Antinomianism: At the other end of the spectrum, some Puritans seemed to say that faith is utterly passive and receptive and thus should not be thought of as any sort of obedience. Furthermore, good works are no solid evidence that a person has been saved. The work of God is internal, directly upon the soul and there is nothing we can do to prepare for it, and those who have experienced it can be assured of God's salvation apart from any good works.

    Those Puritans nearer the neonomian end of the spectrum accused those who downplayed good works of being "antinomian" and were suspicious of their talk about internal works of God upon the soul, as if such folks had a direct connection to God apart from church leaders or the wider community of faith, preaching, and sacraments. Those nearer the antinomian end of the spectrum accused those who emphasized good works of being legalists, of offering a new covenant of works, and of relying too much upon ourward signs of grace.


    Recitation:
    Questions on Winthrop:
  • What do you think Winthrop is trying to say to his listeners? Given his theme of "Christian charity," what are some concrete social and economic ways in which he expect the colony to embody charity? Why would this way of life be so important in the wilderness frontier situation they will face?
  • How does Winthrop see the colonists as a "model" for others? In what way are they "a city on a hill"? Where does this phrase come from and what is the significance of that? What responsibility and sense of mission or calling is he giving to them? How does he draw upon the story of Israel and apply it to his listeners?
  • More recently, a variety of politicians - from JFK to Reagan -- have alluded back to this notion of America as "a city on a hill" in speeches. What do you think politicians might mean when apply this phrase to America? What kind of mission and responsibility does that invoke for the nation?

  • Questions on Hutchinson:
    Questions on Hutchinson:
  • What was Hutchinson accused of and how does her understanding of the "covenant of grace" fit into this? How did her views differ from mainstream Puritan teaching, if at all?
  • Why were her views not only a matter of theological difference, but also a point of social and political tension and threat?
  • Why do you think they felt she was such a threat to the community? To what degree was it a dispute about the role of authority?
  • How do you think Hutchinson's being a woman might have affected how the community leaders reacted to her?
  • How does Hutchinson's case resonate in subsequent history, for instance, in American religious experimentation, or in the role of outspoken women?
  • Week Three:

    Topic One (continued): The Puritans
    January 30:
    Read:
  • Roger Williams, The Bloudy Tenent of Persecution for Cause of Conscience (pages 40-50).
  • By "bloudy tenent," Williams means "bloody tenet," that's to say, a tightly held belief leading to bloodshed.
  • In this case, the "bloudy tenent" is the belief that we should use the power of government to persecute people for their (religious) beliefs when they disagree with orthodox dogma as a matter of personal conscience.

  • Liberty of Conscience:
    The dispute that swirled around Roger Williams had to do, in part, with the notion of "freedom of conscience." Both Williams and those opposed to him believed in some notion of "liberty of conscience," but they disagreed about what exactly that meant.

    Around the same time as Roger Williams's Bloudy Tenent a group of Puritan ministers in England (under orders from Parliament) produced a document called The Westminster Confession of Faith. This confession included some teaching on liberty of conscience that would have represented something close to the view of those Puritans who opposed Williams. Here are the relevant excerpts (emphasis added):

      CHAPTER 20
      Of Christian Liberty, and Liberty of Conscience

      2. God alone is Lord of the conscience, and hath left it free from the doctrines and commandments of men, which are, in anything, contrary to his Word; or beside it, if matters of faith, or worship. So that, to believe such doctrines, or to obey such commands, out of conscience, is to betray true liberty of conscience: and the requiring of an implicit faith, and an absolute and blind obedience, is to destroy liberty of conscience, and reason also.

      3. They who, upon pretense of Christian liberty, do practice any sin, or cherish any lust, do thereby destroy the end of Christian liberty, which is, that being delivered out of the hands of our enemies, we might serve the Lord without fear, in holiness and righteousness before him, all the days of our life.

      4. And because the powers which God hath ordained, and the liberty which Christ hath purchased, are not intended by God to destroy, but mutually to uphold and preserve one another, they who, upon pretense of Christian liberty, shall oppose any lawful power, or the lawful exercise of it, whether it be civil or ecclesiastical, resist the ordinance of God. And, for their publishing of such opinions, or maintaining of such practices, as are contrary to the light of nature, or to the known principles of Christianity (whether concerning faith, worship, or conversation), or to the power of godliness; or, such erroneous opinions or practices, as either in their own nature, or in the manner of publishing or maintaining them, are destructive to the external peace and order which Christ hath established in the church, they may lawfully be called to account, and proceeded against, by the censures of the church.
      CHAPTER 31
      Of Synods and Councils

      2. It belongeth to synods and councils, ministerially to determine controversies of faith, and cases of conscience; to set down rules and directions for the better ordering of the public worship of God, and government of his church; to receive complaints in cases of maladministration, and authoritatively to determine the same: which decrees and determinations, if consonant to the Word of God, are to be received with reverence and submission; not only for their agreement with the Word, but also for the power whereby they are made, as being an ordinance of God appointed thereunto in his Word.

    As you can see, the document tries to walk a thin line between liberty and order (see sections emphasized above). While Williams would likely agree with Chapter 20.2 of the Westminster Confession, it is likely that he might differ from some of the other assertions.

    February 1:
    Read:
  • Cotton Mather, selection from Bonifacius (pages 52-64).
  • This particular work was very influential and alluded to by later important figures such as Benjamin Franklin.
  • In particular, Mather's call to create a wide variety of voluntary associations for doing good became a distinctive feature of American society.
  • Part of his inspiration here is biblical, but he was also deeply informed by Plato's vision of the ideal city in the Republic.

  • On Doing Good:
    The reading in our text from Mather's Bonifacius is only a brief excerpt from a much longer text. Indeed the title of the book itself is much longer. Here's the full title:

    BONIFACIUS
    AN ESSAY
    Upon the GOOD, that is to be
    Devised and Designed
    by those
    Who Desire to Answer the Great END
    of Life, and to DO GOOD
    While they Live.
    A BOOK Offered
    First, in General, unto all CHRISTIANS,
    in a PERSONAL Capacity, or in
    a RELATIVE.
    Then more Particularly,
    Unto MAGISTRATES, unto MINISTERS,
    unto PHYSICIANS, unto LAWYERS,
    unto SCHOLEMASTERS, unto Wealthy
    GENTLEMEN, unto CHURCHES, and
    unto all SOCIETIES of a Religious
    Character and Intention. With Humble
    PROPOSALS, of Unexceptionable
    METHODS, to Do Good in the World.

    If you are interested in reading more of Mather (but still not the whole treatise) there is a longer excerpt available online (at Harvard University's Kennedy School of Government) that includes more specific details of Mather's practical suggestions for doing good individually and in association. It overlaps with the reading in our text and includes an informative introduction:

  • Peter Hall, "Doing Good in the World: Cotton Mather and the Origins of Modern Philanthropy" from A Documentary History of Philanthropy and Voluntarism in America (PDF)


  • Recitation:
    Questions on Williams:
  • How does Williams's notion of "liberty of conscience" differ from that of those who are persecuting him?
  • How does
  • What is his theological justification for religious freedom? How far is he willing to extend religious freedom (to Christians only, or further)?
  • What are the implications of his views (especially in Chapters XLIV and XLV) for the relationship of church and state?
  • How do Williams's views still affect us and our political discussions today?

  • Questions on Mather:
  • Why do you think it is so important for Mather to do good? Where the Puritans living wickedly? If not, then what was the perceived problem he was seeking to address?
  • What is the role of good works in salvation for Mather? Where do good works come from?
  • How do various forms of public good works and institutions for good connect with the good works of individuals and efforts toward self-transformation?
  • How does Mather's vision of society differ from that of Winthrop? Where does he differ from Hutchinson?
  • What are the variety of undertakings for good that Mather proposes? What sorts of organizations does he see as carrying out these undertakings?
  • What do you think about his proposals he offers? In what ways do you see his vision for a good society still animating American culture?

  • Week Four:

    Topic Two: Republican Enlightenment
    February 6:
    Read:
  • Benjamin Franklin, selection from The Autobiography (pages 100-111) and Thomas Jefferson, "Query XVII" (pages 187-188) and "To Benjamin Rush, with a Syllabus" (page 195-197).
  • Fraklin was raised in Boston among Puritans until the age of 17, when he came to Philadelphia. His father was friends with Cotton Mather and Franklin himself read Mather's Bonifacius as a young man.
  • Benjamin Franklin, however, grew up to be only minimally religious, with a keen interest in invention and Enlightenment philosophy.
  • The selections from Jefferson date from after the War of Independence, but express broadly Deist views on religion that were typical of many educated, wealthy Americans in that era.

  • February 8:
    Read:
  • Thomas Paine, selection from Common Sense (pages 124-130)
  • Paine actually spent very little time in America, moving to the colonies in 1774 and returning to England in 1787. His anti-monarchist views made remaining in England difficult, and he ended up going to France from 1790-1802.
  • Among thinkers who shaped American political thought, he was probably the one most steeped in the philosophies of the European Enlightenment and most open to revolutionary radicalism.
  • In Paine's Common Sense we find a theory of the origins of government, a critique of the Westminster system and British monarchy, and a positive proposal for the constitution of new form of government for America.

  • What About Monarchy?:
    Thomas Paine provides a critique of the British system of constitutional monarchy, arguing that it fails to accomplish the kind of balance of power among King, Lords, and Parliament that it purports to offer. Moreover, he is a ferocious critic of monarchy in all forms, arguing for an American system where the president of the national legislative assembly serves only for year, only while the legislature is meeting, and who is chosen from a different, randomly selected state each time. Such a president would be nothing like a monarch.

    Advocates of the British system of government obviously would disagree with Paine (as would advocates of the other European monarchies, of which there are still a dozen or so). Recently, Phillip Blond provided a defense of the British monarchy on the BBC. The audio is no longer available, but there is a print version of his remarks:

  • Phillip Blond, "The Monarch" from Blond on Britain, Programme One, BBC Radio 4. (PDF)

  • Blond argues that monarchy is actually necessary in order to guarantee democracy, because only something like monarchy sustains principles and goods that transcend the interests of temporary, manipulated democratic majorities. Blond's essay is also an intriguing example of what we might call "British exceptionalism" - extolling the uniqueness and superiority of the British system of government. Blond is a British political thinker and theologian, the author of Red Tory: How the Left and Right Have Broken Britain and How We Can Fix It, and director of the think tank ResPublica.


    Recitation:
    Questions on Franklin:
  • In what ways does Franklin seem to remain with the broad tradition of Puritan values?
  • What echoes of Mather do you detect, if any, both in the genre of literature that Franklin's journaling represents and in specific values and claims he supports?
  • What differences are there between Franklin and the Puritans?
  • How would you describe Franklin's religious views? Comparing him to Jefferson, in what ways is Franklin an Enlightenment Deist like Jefferson?
  • How do Franklin's views intersect with contemporary expressions of religion in America?

  • Questions on Paine:
  • How would you describe Paine's view of government? What does he mean when he says that government is a "necessary evil" (page 124)?
  • How, according to Paine, does government evolve and become established?
  • What is his critique of the system of checks and balances between three branches of government as that existed in Britain in his day?
  • Are there ways in which that critique could apply equally to the later American system, both as it was originally established and as it subsequently developed?
  • What is Paine's ideal for the governance of the American colonies? How do American views in the spirit of Paine persist today?

  • Week Five:

    Topic Two (continued): Republican Enlightenment
    Feburary 13:
    Read:
  • Thomas Jefferson, "The Declaration of Independence" (pages 132-134)
  • The "Declaration" is famous for its assertion of "inalienable rights" and the notion of the "consent of the governed".
  • Most fundamentally, however, the "Declaration" is an argument to make the case that the actions of King and Parliament rose to the level of outright tyranny and thus were a proper object of resistance on the part of the colonies.
  • The document is also a not-so-veiled threat that if the British Crown were to reject the colonies' claim of independence, the colonies will count the British as "Enemies in War" and claim to "have full Power to levy War".

  • Resistance to Tyranny:
    In western political philosophy there has been a long conversation about resistance to tyranny, grounded in both ancient Roman political thought and in the Jewish and Christian scriptures. There are several questions involved here:
    [a] Under what conditions is it permissible for a ruler or government authority to be disobeyed or resisted?
    [b] What recourse do people have in cases of tyranny?
    [c] When is it permissible, if ever, to use deadly force against a tyrannical regime?
    [d] Who is permitted to lead resistance or to initiate the use of force?
    A variety of answers are given to these questions by different authors, but the general consensus has always been that, for the sake order in society and for the common good of all, there is a basic obligation to obey governing authorities. Furthermore, the consensus is that private citizens, acting in their own capacity as citizens, do not have the right to take up arms or to use violence (except perhaps in cases of self-defense against an immediate attacker). Thus, the questions above involve the exception rather than rule.

    So, when political thinkers endorse some form of resistance to tyranny, they do so cautiously. For instance, Thomas Aquinas writes:
    A tyrannical government is not just, because it is directed, not to the common good, but to the private good of the ruler... Consequently there is no sedition in disturbing a government of this kind, unless indeed the tyrant's rule be disturbed so inordinately, that his subjects suffer greater harm from the consequent disturbance than from the tyrant's government. (Summa Theologiae II-II.42.2)
    While Aquinas allows for the "disturbance" of a tyrannical regime, it is clear from his comments here and elsewhere that such disturbance is limited to disobedience, use of established procedures of impeachment, appeal to a higher authority, and the like. It does not include the possibility of armed revolt, especially in the form of a popular uprising.

    At the time of the Protestant Reformation, and grounded in late medieval thinking on the topic, some thinkers began to allow for some limited forms of armed resistance to tyranny, so long as it is the only means available and so long as it is carried out under the appropriate authority of civil rulers of some sort. This view appears in John Calvin's Institutes of the Christian Religion and receives a more extended treatment in the work of a French Huguenot writing under the pseudonym "Lucius Junius Brutus":

  • "Lucius Junius Brutus" - Vindiciae Contra Tyrannos (excerpts)

  • Feburary 15:
  • The following readings represent differing perspectives upon what the precise contours of government should look like for the newly independent America.

  • Read:
  • Alexander Hamilton, "Constitutional Convention Speech" (pages 136-140).
  • Hamilton favors a strong centralized government for the new nation, over against allowing too much authority to rest with local and state governments.
  • Among his proposals, Hamilton suggests that Senators and the chief Executive should serve for life terms, thereby placing them above the political fray, providing them an interest in the long-term good of the nation, and giving them no reason to fight to prolong their power.
  • He also is wary of overly-representative government, since it could end up too much beholden to the changing whims of the people, and too eager to innovate without proper restraint.

  • The Articles of Confederation:
    Until the ratification of the US Constitution, the United States were not a single, federated nation, but rather a confederation of sovereign states in "a firm league of friendship" under the Articles of Confederation. These articles had been drafted by the Second Continental Congress in 1776 and sent to the States, requiring unanimous ratification.

    In large part, the Articles were a military alliance, assuring the common defense and security of the States, vesting a Confederation Congress with the power to declare war and to engage in foreign relation. The Articles also assured freedom of movement between the States and the right of extradition of fugitive criminals from one State to another. The Congress would also have power to settle disputes between the States.

    Beyond these measures, the Articles gave little power to the Congress. Each State could send between 2 and 7 delegates to Congress, though each State only had one vote in Congress. Delegates only served one year terms and could not serve for more than 3 years within any 6 year period. The Congress would be presided over by a president, elected by the Congress, and serving only during the time that Congress met each year and only for one year in any 3 year period. All acts of Congress required a two-thirds majority (at least 9 votes out of 13). Obviously the powers of such a government were extremely limited.

    These limits, however, proved problematic. States remained free to impose levies, and restrictions on trade with other States and could enter into economic agreements with foreign nations. Furthermore, the Articles left the Congress unfunded with no power to levy taxes, relying instead on voluntary contributions from State legislatures. This left Congress, practically speaking, unable to conduct foreign relations, to provide military protection in the interests of the States, or even to enforce the terms of the treaty with Britain at the end of the war. The lack of funding led to the printing of money, and the depreciation of the currency. Furthermore, States regularly violated the terms of the Articles and, given its limited powers, there was nothing Congress could do to enforce the Articles. The Articles also made it extremely difficult for any revision of the Articles to occur, requiring unanimous consent of all 13 States for amendments.

    Given these strictures, the obvious need for revision, and the inability to get any revision off the ground, the Congress decided some kind of convention for the revision of the Articles was necessary.

  • The Articles of Confederation and Perpetual Union (from the University of Oklahama's College of Law)

  • Read:
  • "Brutus," selection from "Essays of Brutus," I and III (pages 142-152) and James Madison, The Federalist, "Number 10" and "Number 51" (pages 154-161).
  • These two sets of essays involve whether or not the new proposed Constitution should be ratified, with the anti-Federalists ("Brutus" here) arguing against ratification and the Federalists (Madison, Hamilton, and John Jay) arguing in favor.
  • The person behind the pseudonym "Brutus" was probably Robert Yates, a New York state judge and politician, well-known for his anti-Federalist stance.
  • The use the penname "Brutus" has a long history in early modern political literature and alludes to Lucius Junius Brutus and to Marcus Junius Brutus, both ancient Roman statesmen who opposed the unconstrained power of monarchy.
  • Madison provides a Federalist response of sorts to the kinds of anti-Federalist arguments we see from "Brutus."

  • Federalism, Anti-Federalism, and the US Constitution:
    The idea of a meeting to revise the Articles of Confederation came to fruition with the Philadelphia Convention of 1787, but instead of revising the articles, the convention ended up writing an entirely new Constitution. The situation was precarious.

    While each of the 13 States had been invited to send delegates to the Convention, only 12 of them appointed delegates, with Rhode Island abstaining. Moreover, out of the 74 delegates selected by 12 State legislatures, only 55 showed up to Philadelphia, and of those 55, only 39 were willing to sign the Constitution that resulted. And where the Articles had required the unanimous consent of all 13 States for any revision, the new Constitution only required 9 out of the 13 States for ratification.

    The future of the Constitution was uncertain, to say the least.

    In order to understand the proposed Constitution, as well as the debate between the Federalists and Anti-Federalists, it is useful to know some of the history of political philosophy, going back even to ancient sources such as Plato, Aristotle, Polybius, and Cicero, as well as the ancient mixed constitutions of Athens, Sparta, and Rome.



    Recitation:
    Questions on The Declaration:
  • What truths does Jefferson consider to be "self-evident"? To whom? Do you agree? What conditions at the time Jefferson wrote might seem to undermine his claim?
  • What are the complaints that Jefferson makes against the Crown and Parliament? Why does he think these constitute "tyranny" against the American colonists?
  • What reasons does Jefferson give or imply for thinking that a colony has a right to declare independence from the authorities that rule over it?

  • Questions on Hamilton:
  • In what ways are Hamilton's views different from those of Paine?
  • Why do you think Hamilton is wary of forms of government that are overly democratic and give too much power to the direct will of the people?
  • How did the form of government in the final version of the Constitution differ from the one that Hamilton argues for? Why do you think his proposals were not entirely adopted?
  • What further changes to the Constitution and its administration have subsequently occurred since its ratification? Do you think those changes move us closer to or away from Hamilton's vision?
  • In what ways do the issues at debate in Hamilton's speech still continue today?

  • Questions on "Brutus":
  • What are "Brutus'" primary objections to the proposed Constitution?
  • In what ways did he see the proposed federalization of power as dangerous?

  • Questions on Madison:
  • In what ways did Madison see the broad territorial authority of the federal government as a positive thing? In what ways did he see the proposed government as self-limiting and representative?

  • Week Six:

    Topic Three: Protestant Awakening and Democratic Order
    February 20:
  • This week we'll be looking at the greatest incongruity in the wake of the Declaration of Independence and US Constitution - the continued American enslavement of persons of African descent.
  • In particular, we'll be reading texts that represent varieties of responses to American slavery.

  • Read:
  • Thomas Jefferson, selection from Notes on the State of Virginia, "Query XIV" (pages 181-187).
  • In this reading Jefferson proposes a gradual abolition of slavery, while nonetheless seeing no way forward for peaceful coexistence between blacks and whites.
  • Jefferson describes his views on differences between blacks and whites in a way that may well seem offensive today, but which represent typical views from the 18th and 19th centuries.

  • Supplement:
    Supplemental information.

  • Interesting link

  • February 22:
    Read:
  • William Lloyd Garrison, selection from Thoughts on African Colonization and "Prospectus of The Liberator" (pages 255-269).
  • Frederick Douglass, "What to the Slave Is the Fourth of the July?" (pages 492-506).

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Seven:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Eight:

    March 5-9:
  • No Class - Spring Break.

  • Week Nine:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Ten:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Eleven:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Twelve:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Thirteen:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Fourteen:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Fifteen:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question
  • Week Sixteen:

    Topic Number: Topic Description
    Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Date:
  • General information for the week.

  • Read:
  • Reading.
  • More information.

  • Supplement:
    Supplemental information.

  • Interesting link

  • Recitation:
    Questions on...:
  • Question